The adult learners we work with face a difficult conundrum: Their social world is constrained by the technologies they know how to use and vice versa: The technologies they know how to use are limited by their social world. For many people, a solo exploration of the online world can be arduous, insecure, and time-consuming.
Contents contributed and discussions participated by Nigel Robertson
Get Off the Sidelines and Into the Game (Techlearning blog) - 0 views
Producing Captivating Podcasts - 0 views
Podcasting As A Whole Class Activity - 0 views
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Short presentation on having students create podcasts as a class activity
: HomePage - 0 views
Wikieducator tutorial - WikiEducator - 0 views
MathTran - Frequently Asked Questions - 0 views
Principles of Online Design - 0 views
eLearn: Best Practices - Online Course Design from a Communities-of-Practice Perspective - 0 views
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Great summary of the stages of engagement that learners pass through, including th eemotional aspects.
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HEURISTICS—What Participants Experience
Online Course Design - 0 views
Instructional Design Handbook - 0 views
Christopher D. Sessums :: Blog :: Using Social Software to Support Teacher Professional... - 0 views
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My goal was to examine the ways in which an online learning community, as an organizational structure, facilitates participants ability to (1) deepen their understanding of the action research process; (2) deepen their understanding of coaching action research; and (3) deepen their understanding of their own evolving stance toward their professional practice.
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Notes for a 15 minute presentation about research in social software and teacher professional development
Design with Learning in Mind - 0 views
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* Short, directed learning segments-Chunk-ability * Ability to repeat and review content-Repeat-ability * Ability to stop and resume without having to start all over-Pause-ability * Clear, direct instructions-Understand-ability
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we lead students rather than dispense knowledge to them. We become the bridge between students and content rather than the source of the content. It is a perhaps subtle change but nevertheless important because it means taking on different responsibilities.
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Strategies that support this shift in perspective include having the students moderate discussion forums, prepare concept summaries and examples for other students, and assume greater responsibility as frontline moderators for the course (Boettcher, 2007).
Donald Clark Plan B: Online lectures big HIT on iTUNES - 0 views
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Nigel Robertson